1. Administering the Kindergarten ACCESS for ELLs ® and MODEL™
This presentation was developed to train test administrators of the MODEL and ACCESS for ELLs Kindergarten Tests in the background, structure, and basic administration. It provides an overview of the test format and general information needed to guide test administration.
Note that two other presentations on the Training Toolkit can and should be used in conjunction with this one:
Scoring the Kindergarten Speaking Tests (K-ACCESS for ELLs & K-MODEL) PowerPoint: Highlights the WIDA Speaking Rubric and Kindergarten task level expectations through interactive slides containing a set of benchmark speaking samples and scoring rationales
Scoring the Kindergarten Writing Tests (K-ACCESS for ELLs & K-MODEL) PowerPoint: Details rules for inventive spelling as well as administering and scoring the Writing Experience using the WIDA Writing Rubric, adapted with task level expectations appropriate for the age group.
Jacqueline Law
Director of Assessment
© 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

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DO NOT POST THESE MATERIALS TO PUBLIC WEBSITES OR FORUMS.
Contains secure and confidential information.

3. Training Objectives
To train test administrators to administer the Kindergarten ACCESS for ELLs and WIDA MODEL for Kindergarten Tests.
To understand the organization, layout, and scripting of the tests.
To learn the procedures for administering and reliably scoring the tests.
Kindergarten Assessment training video available to view on the training course as well. 3

4. Purpose of the Kindergarten Tests
Assesses students’ academic English language proficiency.
Academic language is the vocabulary, grammatical structures and discourse required in learning the academic content of school subjects; aspects of language strongly associated with literacy development and achievement. 4

5. Orientation to the PreK-K ELD* Standards
*Note: In 2012, WIDA has shifted from the English Language Proficiency Standards to English Language Development Standards to articulate the process of language development as fluid and flexible.

6. Pre-K/K ELD Standards
This is a page from the 2007 PreK-K WIDA ELD Standards. The five levels of Model Performance Indicators (MPIs) are articulated for each language domain. These particular “strands” of MPIs happen to show the standard of the language of Science (LoSC) in the Summative framework.

7. A Strand of MPIs ELD Standard 4: The Language of Science
One strand (levels 1-5 in one particular domain) of MPIs.

8. Kindergarten Test Design and Administration8

9. Kindergarten Test Design
Aligned to PreK-K Standards
The test is thematically integrated within two stories:
A narrative story
An expository story
All domains (listening, speaking, reading, writing) are tested within each story.
All domains are individually administered and adaptive so the student will start sections at appropriate levels and stop at his or her “ceiling.”
All components are scored by the Test Administrator (TA) during test administration.
In its entirety, the test takes an average of 45 minutes.
The Kindergarten tests are individually-administered, adaptive assessments. An adaptive test avoids the need to ask questions of a student that are almost certainly beyond his or her abilities.
“Ceiling” is defined as no longer meeting the expectations as defined in the rubric for the task level.
Each student is tested in all sections (Listening, Speaking, Reading, Writing), although you may not administer all questions in any given Part.

10. Unique Features of the Tests
Manipulatives
Cards
Student Activity Board
Thematic
Test questions center around two themes.
All four domains are tested in each theme.
Interactive Writing Experience
The student has an opportunity to produce whatever he/she is able.
MANIPULATIVES
Much of kindergarten learning is hands-on. The tests incorporate picture cards and an activity board with various matching, identifying, and describing activities. Additionally, the tests are more interactive and task-based with a variety of activities for the student to demonstrate his/her language proficiency. In this way, the test is similar to a kindergartener’s classroom experience.
THEMATIC
Students in Pre-K/Kindergarten (and higher grade levels) do not respond well to cognitive leaps and disconnect between questions. It was suggested that the entire test be centered around one or two central themes. To organize this format logically, it was decided that each test form should also allow students to experience both a narrative text and an informational/expository test.
WRITING
A “Writing Experience,” associated with the narrative story, allows whatever the students are able to produce in writing to be scored with a rubric as a level 0–6 depending on the performance of the students. In the second folder, students will begin the writing tasks based on their previous performance.
During this task, the TA will also ask the student, “Tell me what you wrote,” and will record this within the sample to provide extra guidance/evidence of what the student is able to do. 10

11. Narrative vs. Expository
Appropriate graphics
Main characters are animals
Description
Rhyme, Rhythm
Reminiscent of quality children’s literature
3rd person
Fictional
Expository:
Time sequence
Non-fiction
Involves "doing“ or “how to”
Realistic or believable actions with people as main characters
Story sequence between steps, logical organization
Relate to events in student’s life
This test exposes children to both narrative and expository texts.
This distinction may have (positive) wash-back effects for classroom teachers to do the same in their classroom instruction and assessment. 11

12. Test Structure
The test administrator (TA) reads the Narrative storybook, then administers:
Listening & Speaking Tests (together)
Writing Experience
Reading Test
The TA will then administer the following sections using the Expository activity board and cards:
Writing Experience (starting point is based on Writing Experience score from Part B)
Reading Test (starting point based on Reading score from Part C)

13. Kindergarten Test: Structure
Listening and Speaking
Writing
Reading
Move through the Levels of each part until student reaches his/her ceiling
Part E (Writing) and Part F (Reading) Starting points are determined by performance on prior Writing and Reading tasks.
At a minimum, 6 tasks must be administered to each student (the first level 1 items in each of Parts A-F). At a maximum, all 20 tasks would be administered. The time needed for an individual test will vary with the number of tasks administered. On average, the test will take about 45 minutes. 13 13

14. Testing Materials (1 of 2)
The Kindergarten Student Story Booklet contains:
Pictures and story for the Narrative section of the test (resembling authentic children’s literature)
Graphic organizers related to designated sections of the test
Kindergarten Student Response Booklet contains:
Answer key for Listening & Reading items
Space to record and tally student responses
Criteria for moving on/winding down
Student writing and teacher transcription of student writing
Student Story Booklet
The Student Story Booklet is reusable and can be used with multiple students (students do not write in it). However, it must be returned to MetriTech, Inc. along with the Student Response Booklets.
Student Response Booklet 14 14

15. Testing Materials (2 of 2)
Kindergarten Test Administrator Script contains:
Moving on/winding down script
Expect boxes to assist with scoring students’ speaking responses
Kindergarten Student Activity Board
Kindergarten Cards & Card Pouch Booklet
Test Administrator Script
Cards and Card Pouch Booklet
Student Activity Board

16. General Test Administration Procedures
Follow the script EXACTLY. Read aloud everything in black bold and blue bold print.
Student responses must be recorded and scored IMMEDIATELY after each level is complete (e.g. after A3).
You must administer and score all items in any one level of a Part before making a determination about whether to continue to the next level or to stop that Part.
Kindergarteners may need breaks during the test administration.
Stretch breaks may be taken between each section of the test (e.g. after Listening/Speaking, before Writing)
The test may be administered in two sessions with a break of no more than 2 school days between Parts C (Narrative) & D (Expository)
As soon as the student does not meet the criteria for advancement listed in the student response booklet, check the “stopped here” box next to the level administered and leave all boxes in higher levels blank.
Stretch breaks may be taken between components of the test (for example, between the Listening/Speaking and the Writing sections). There are notes in the Test Administrator Script indicating when you may want to take a stretch break with the student. Note that the break time is not included in the total testing time.
If a longer break is needed (e.g., for lunch or to break the test into two separate sessions), it must take place between Parts C & D (between the Narrative & Expository stories). The second part of the test must be completed after a break of no more than 2 school days (e.g., if Parts A-C are given on Monday, Parts D-F must be administered no later than Thursday of the same week). 16 16

17. Symbols in the Script Card used for modeling
The Test Administrator Script relies on symbols to streamline test administration.
Gray box indicates that cards should be face down
Keep all cards in hand

18. Preparing for Test Administration
Familiarize yourself with the Test Administrator Script for each portion of the Kindergarten Test prior to administering the test. It is recommended to practice with a colleague before you administer to a student.
You will need 2 sharpened pencils: one for you and one for the student.
Testing should occur in a quiet room.
Administer the test to the student using rectangular (preferable) or circular table.
Place yourself at a right angle to the student, rather than across from or next to the student.
Review the administrator's script prior to giving the test. Make sure the student’s chair is high enough for him/her to see the pictures in the Picture Cue Booklet when it lies flat on the table. 18

19. About Accommodations
Remember, test accommodations are only available to students with disabilities (IEP or 504 Plan in place).
Check with your school assessment coordinator if you have questions about accommodations.
The Test Administration Manual contains definitions to explain how to use the accommodations, and coding information for the accommodations section.

20. Parts A ― C: Narrative Administration Information
Parts A, B, and C of the Kindergarten Test are based on a Narrative storyline. They contain tests in each domain – Listening & Speaking (A), Writing (B), and Reading (C). 20

21. Part A: Listening & Speaking
Format: Both domains are administered together by level. The Listening items for one level are administered, then the Speaking items for that same level are administered.
Directions: Read the entire narrative story first, then go to the beginning of Part A (level A1) to administer Listening and Speaking. Move through the levels, A1 to A5, based on student’s responses.
Guidelines: Follow the Test Administration Script exactly, including pauses. Keep the test going at a steady pace.
Scoring: After the student answers all items in a level, complete the score sheet in the Student Response Booklet.
Listening and speaking are given together. Read the entire narrative story before moving to part A. Follow the script exactly. 21

22. Listening Items
Listening items prompt the student to point to something in a picture, or point to and/or move a card.
Do NOT read a Listening item more than one time.*
Scoring: Listening items are marked correct or incorrect.
*Only if there is a significant interruption while you are reading a Listening Test item—such as an announcement over the loudspeaker, a fire drill, or a loud noise outside—may you repeat the item one time, for a total of two complete readings of the item

23. Speaking Items
Speaking items prompt the student to talk about the pictures and the story.
Scoring: There is guidance as to what to look for in a student response, found in the “Expect” box. Follow these guidelines to determine if the student meets or does not meet the task-level expectations.
NOTE: These are based on the WIDA Speaking Rubric. Refer to the rubric if you have questions.
For a more comprehensive explanation of the Kindergarten Speaking Test and scoring guidance and practice, refer to the separate presentation entitled Scoring the ACCESS for ELLs Kindergarten Speaking Test.

24. Task Level Expectations
Every task is based on a set of expectations for what the response should look like. The TA rates each task holistically, considering the response to all questions in the task.
Scoring expectations are based on:
Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response
Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality
Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality
the number of the level, e.g., A1, A2, etc. corresponds to the proficiency level of the expectations for the student’s response in regard to linguistic complexity, vocabulary usage, and language control.
In certain tasks, particularly for those at the higher proficiency levels, some of the questions that initiate the task are lead-in questions. In these cases, you must be careful to assess the student’s response for the final questions in the task, not the lead-in. 24 24

25. Speaking Test Scoring Scale
Meets vs. Approaches
Speaking Test Scoring Scale
Meets
Meets all task level expectations in quantity and quality
Approaches
Approaches task level expectations, but falls short in quantity and/or quality
“Meets” is highlighted on the scale to emphasize that Meets is the expected score. Tasks are designed to elicit speech that will meet all expectations of the proficiency level it targets.
Detailed instructions on how to interpret the scoring scale are contained in the ACCESS for ELLs District and School Test Administration Manual. See also the PowerPoint presentation on Scoring the ACCESS for ELLs Kindergarten Speaking Test. 25 25

26. Scoring Rules
The TA must score the item immediately after the student responds to the last question in a task.
If unsure whether to score a response Meets or Approaches, the “?” (question mark) box can be marked.
Then administer the next task.
If the response to the next task scores Meets, go back and rate the previous task (the one with ? marked) Meets.
If the response to that next task scores Approaches, go back and rate the previous task Approaches.
Note: The last task on a Part may not be scored with a “?”.
The rating represents the student’s performance on the complete task, not on individual questions within the task.
If in doubt between a score of Meets or Approaches, you can mark in the center column below the question mark (?) on the score sheet and administer the next task.
If the student gives a performance that meets the task level expectations on the next task, assign that task a score of Meets, and go back and assign the task, previously scored a question mark, a score of Meets. If the student gives a performance that very clearly fails to meet the task level expectations on the next task, it is most likely that the performance was also deficient on the previous task. Assign the current task a score of Approaches and go back and assign the task in question a score of Approaches. 26 26

27. Speaking Rubric Speaking Rubric
Note that while the full task level expectations are contained in this rubric, a summary of each level is contained in the “Expect” box at the end of each Speaking task in the Test Administrator Script. This is to guide the TA in what to listen for in a student’s response and to facilitate “on-the-spot” scoring. 27

28. Part A Listening Script
Indicates the Part and Level: This is Part A, Level 1
Graphic student sees in the Student Story Booklet
Orientation to the upcoming task
Unscored sample question
This is a question from the practice section with the picture the student sees. The practice section, which is not scored, is intended to get the student comfortable with listening and pointing before scored items begin.
A1 Listening Items 28

29. Part A Speaking Script A1 Speaking Items
This is a series of questions that would be accompanied by a picture the student sees. The student is asked to identify objects, and the TA expects the student’s response to contain “comprehensible single words.”
What to look for in student response 29

30. Part A: Recording Answers
3) Determine if you are to move on in Part A, or go to Part B.
1) Fill in the correct or incorrect bubble for each level.
The key for each item appears to the left of the Student Response Column. Fill in the bubble for correct or incorrect in each item. Always administer all the items in a given level (1, 2, 3, 4, or 5) of a Part (A, B, C, D or E) before deciding whether the following level will be administered, or whether you will stop and go on to the next Part.
For the Speaking items, if the student doesn’t respond at all, responds in another language, or simply says “I don’t know,” the answer does not count as answer that meets expectations; rather, it Approaches expectations. If a student responds in a language other than English, the TA is encouraged to ask the child, “Can you say that in English?”
4) Stopped Here: fill in if this is the last level administered.
2) Fill in Meets, Approaches, or ?. 30

31. Test Navigation
There is a “Moving On” section of the script, which indicates what you are to do next after scoring a level.
You are always moving ahead in the test, either to the next level in the same Part, or to the next Part of the test if the child does not meet expectations. Only after Part F do you end the test.

32. Part B: Writing Experience
Format: There are two tasks in this Part of the Writing Test, assessing five levels.
First, the student writes his/her name as a screening task. If done successfully, the student proceeds to the Writing Experience.
In the Writing Experience, the script prompts the student to talk about something from the story, then write it.
If the student is struggling, there are prompts to scaffold the student to write words and sounds.
Scoring: Based on the PreK/K Writing Rubric

33. Part B: Writing Script
Orientation
Item
What’s next?

34. Part B: Student Response Booklet
Left page
(Teacher’s page)
Right page
(Student’s Page)
Transcribe what the student says he/she wrote in the box.
Note: The box at left, in which the TA transcribes what the student says he/she wrote, is oriented in landscape format.
The purpose of transcribing the language the student produced is done to help the test administrator understand the sound-symbol correspondence in the students’ responses that may not have been obvious otherwise.

35. Scoring in Writing The student writes in the Student Response Booklet.
After the student writes, the TA transcribes what the student says he/she wrote.
Score the writing as “High,” “Mid,” or “Low” immediately and check off the box at the bottom of Part B in the Student Response Booklet.
Assign the writing a score of 1-6 using the Writing Rubric after the student completes the entire test.
The purpose of transcribing the language the student produced is done to help the test administrator understand the sound-symbol correspondence in the students’ responses that may not have been obvious otherwise.

36. High, Mid, Low
The Expect box for writing contains the criteria to determine the starting point in Part E (Writing).
The HIGH, MID, LOW score from the Writing Experience determines the starting point for the Writing items in Part E.

37. Linguistic Complexity
K Writing Rubric (1 of 3)
Writing Rubric of the WIDA Consortium
Grades Pre K-K
Level
Linguistic Complexity
Vocabulary Usage
Language Control 6
Evidence:
Complete “Story”
Text presents one clear example of a successful attempt at producing related, connected English phrases and sentences
At least two clear sentences are present
A logical sequence or relationship between phrases and sentences is present
Each phrase or sentence contains at least two “words”
“Words” go beyond memorized, high- frequency vocabulary, though some sight words and easily decodable words may be present and written accurately
“Words” are clearly recognizable and contain beginning, middle and ending sounds (in longer words)
Invented spelling and/or lack of mechanics may impede full comprehensibility of the text
Inventive spelling closely approximates standard spelling
Evidence of capitalization and punctuation may be present
No clear observable influence of native language is present 5
“Story”
Text contains at least one clear example of a successful attempt at producing at least two related or connected English phrases or sentences
At least one clear sentence is present
A logical or sequential word order within phrases or sentences is present
“Words” go beyond memorized, high- frequency vocabulary
“Words” are generally recognizable and contain attempts at beginning, middle and ending sounds (in longer words)
All key “words” in the related or connected phrases or sentences are attempted
Invented spelling and/or lack of mechanics may impede comprehensibility of the text
Evidence of word boundaries is present
Observable influence of native language may be present
Facilitation Suggestion: It’s difficult to read the following three slides; provide copies of the Writing Rubric to participants.
Background: The development of the WIDA Writing Rubric for Kindergarten involved ELL experts, including teachers and test developers, in multiple stages. First, the WIDA Writing Rubric for Grades 1-12 was examined in conjunction with several other grade-appropriate writing rubrics for Kindergarten. Test developers also considered the WIDA ELD Standards for Pre-K/Kindergarten across all Standards (SIL, LoLA, LoMA, LoSC, LoSS), as well as the WIDA Performance Definitions, to determine what the essential elements and global picture of Kindergarteners’ writing at each proficiency level would be. Actual assessment tasks and items were reviewed to determine expectations for the writing each task was intended to elicit, and then these expectations, in draft rubric form, were applied to samples of student writing from the field test. Refinements to the expectations for each level were made and reviewed to ensure clarity, flow, and parallel points for and among the proficiency levels. 37

38. Writing Scoring Practice
For practice scoring items on the Writing Test, please refer to the Scoring the ACCESS for ELLs Kindergarten Writing Test
This slide is hidden in presentation mode, but serves as a reminder to the facilitator to transition to the PowerPoint specifically on Kindergarten Writing, if desired.

39. Part C: Reading
Format: There are five levels of tasks on the Reading Test. Tasks include matching cards, categorizing pictures, and pointing to a picture. Some of the initial tasks assess pre-literacy skills.
Scoring: Reading items are each scored correct or incorrect.
Based on how many tasks the student correctly completed, score the student’s performance as “High,” “Mid,” or “Low” and record in Part F in the Student Response Booklet. This will determine the starting point in the next Part of the Reading test.

40. Part C: Reading Script
Thumbnail of what the student sees in Student Story Booklet
Symbol indicating for the TA to keep cards in hand
Thumbnails of pictures on the cards
Unscored Model of task
C2 Items

41. Part C: Recording Answers
Fill in the correct or incorrect bubble for each question.
Stopped Here: fill in if this is the last level administered.
Note: In C1 and F1, there is no “STOP IF” criteria. TA’s always move on to C2 and F2, regardless of student’s score.
Determine if you will move on to the next Level within Part C, or go to Part D.

42. Expository Administration Directions
Parts D — F
Expository Administration Directions 42

43. Part D: Listening and Speaking
Tests Listening & Speaking like Part A
Based on the Activity Board
Open and close panels as directed
Follow the script exactly
Begin at level D1, and administer Part D until student reaches his/her ceiling
Scoring rules for Part D are the same as for Part A

44. Activity Board
This is a sample of what the Activity Board might look like. When introduced, we show the child one section of the board at a time. The script tells you when to open a panel or close a panel.

45. Part E: Writing Leveled writing tasks
Entrance point based on student’s performance on Part B.
Mark the student’s starting point in Part E under the Started Here column
If “High” start with E4/5 (Writing Experience)
If “Mid” start with E3 (Leveled Tasks – Beginning & Ending Sounds)
If “Low” start with E1 (Leveled Tasks – Tracing & Copying)
E4/5 is the Writing Experience for the Expository section. If the child easily completed the first one, he/she should be able to do this as well.
E3 is writing beginning and end sounds. If the child was struggling a little with Part B, but still recognizing beginning or ending sounds, here that child has the opportunity to do a more focused sound-letter recognition task.
E1 is a tracing task for children whose English writing skills are in the early stages.
Note: Do not go back to a previous level in Part E, if the child cannot successfully complete the Level on which you have started him/her.

46. Part E: Writing
If a student is unable to complete the task or scores only one item correctly, the test administrator will mark Stopped Here, indicating that the student is done with this Writing section.

47. Part E: Script
Unscored Models

48. Part E: Student Response Booklet
Left Page
Right Page
Teacher model for beginning sound
Teacher model for end sound
The layout for Part E, Level 3 (Writing).
Student writes in the box

49. Part E: Scoring Guidance
E1 – E3 Leveled Tasks : Scored as Correct or Incorrect.
If the student completes a level successfully (following the Stop If criteria), move on to the next level.
E4/5 Writing Experience Task: Rated using the PreK-K Writing Rubric.
The test administrator assigns the writing a score of 1-6 using the Writing Rubric after the student completes the entire test.

50. Part F: Reading There are 5 levels of Reading tasks in Part F.
Entrance point based on student’s performance on Part C.
Mark the student’s starting point in Part F under the Started Here column
If “High” start with F4 (reading short phrases)
If “Mid” start with F3 (reading words)
If “Low” start with F1 (pre-literacy task)
Scoring Part F is the same as scoring Part C.
Both F1 and C1 require you to MOVE ON, regardless of the number of correct answers.

51. Positive Reinforcement
Be sure you end the test with something the student can do so that students leave with a positive feeling about the experience.
In Listening Parts: If the student clearly does not understand the listening task, you may repeat the model. If the student still doesn’t understand, continue modeling with the other items, but score them as incorrect.
In Speaking Parts: If the student says “I don’t know” you may assist him/her, but mark the answer “Approaches.”
In Writing Parts: If the student cannot write sentences, prompt him/her to write single words or letters.
In Reading Parts: If the student can’t read words or sentences encourage him/her to identify a sound or a picture he/she recognizes.

52. What are some challenges of administering a test like this to Kindergarten age students?
An Idea for making the presentation more interactive:
Prior to showing this slide, ask audience: Now, what do you think are some of the challenges to administering a test like this to kindergarteners?
The intent is not to open up the session for complaints, but to let participants air any skepticism (and possibly mention challenges we hadn’t thought of), then in the subsequent slides you show how we’ve anticipated and responded to those challenges. 52

53. Challenge: Behavior of Kindergarteners
Kindergarten students are easily distracted
Extra effort should be made to ensure the testing area is quiet and away from student traffic.
Although TAs should be ready to redirect students to the task, the scripts will include advice for extra prompting.
Kindergarten students need more stretch breaks: this should be at the discretion of the TA when he/she senses fatigue or distraction.
May shorten the text in this slide if necessary 53

54. Challenge: Literacy of Young Learners
All Kindergarteners are developing literacy skills; the test will therefore include some pre-reading and pre- writing tasks.
Additionally, at this developmental level, writing and reading skills are very intertwined, yet NCLB requires testing these as discrete skills.
The existing WIDA Writing Rubric has been modified for the Kindergarten level to reflect rules for “inventive spelling” and task level expectations.
Stress that the first point applies regardless of ELL status (or non-ELL). 54

55. Challenge: Maximizing Student Performance
Take time before test administration to establish rapport with the student.
Experience with young students is recommended for TAs for the Kindergarten test.
Make extra effort to put the student at ease:
Small talk on the way to the testing area
Say, “We’re going to play some games/read a book”
Establish age/birthday
Talk about what they were doing in class, what they had for lunch, who is in their family, their favorite food, etc.

56. Challenge: Training Test Administrators
Given the requirements of the scoring and the quantity of materials used in the test, sufficient training must be made available to test administrators.
Additional training resources:
Kindergarten Test Administration Training Video
Complete Test Administration
Scoring and adaptivity instructions
Online Training Course at
Speaking sound files
Scored writing samples
Kindergarten Test Administrator Manual
Face-to-face training in your state or district
Practice giving a test to a colleague
DVD distributed to SEAs by WIDA and available on the Online Test Administrator Training Course 56